Exam Access Arrangements (EAAs)
Assessments for examination Access Arrangements follow the guidance set by the Joint Council for Qualifications (JCQ), ensuring that recommendations are appropriate and compliant with current regulations.
What Are Access Arrangements?
If a learner has a special educational need or disability that affects their ability to access exams, Access Arrangements can be put in place to provide appropriate support.
These adjustments ensure that learners can demonstrate their knowledge and skills fairly, without changing the demands of the assessment.
Examples of Access Arrangements
- Extra time to complete examinations
- Supervised rest breaks
- Use of a reader or scribe
- Use of assistive technology (e.g. laptop)
- Examination papers in alternative formats (e.g. large print)
Who Might Benefit From an Access Arrangements Assessment?
- An Access Arrangements assessment may be helpful for students who experience ongoing difficulties that affect their ability to complete examinations within standard conditions. An assessment may be helpful if a learner:
- Works significantly more slowly than their peers
- Finds it difficult to read or process exam questions
- Has difficulties with writing speed or organisation
- Struggles with memory, processing or concentration
- Has an identified or suspected specific learning difficulty, such as dyslexia
Who Can Assess For Access Arrangements?
Access Arrangements assessments must be carried out by a Level 7 qualified specialist assessor.
The Assessment Process
I carry out Access Arrangements assessments either in school or at my home. These assessments are designed to identify whether a learner may require reasonable adjustments to support them during examinations. They do not diagnose dyslexia, but instead focus on ensuring the student can access exams appropriately and demonstrate their knowledge and understanding.
For students in Years 9 and 10, it is important that I liaise closely with the school. The school will need to provide detailed background information, documented on Form 8, prior to the assessment. This ensures that the most appropriate assessments are selected and that the learner’s needs are fully understood.
Access Arrangements must reflect the student’s normal way of working — the support they regularly and consistently use in lessons, such as extra time, a reader or a laptop. Assessments are based on standardised testing and current guidance, ensuring recommendations are accurate and appropriate.
After The Assessment
Following the assessment, I will complete the required documentation, including Form 8, and provide a summary of the results and recommended Access Arrangements for you to share with the school.
Access Arrangements must be approved and processed by the school or college in line with current regulations.
If you are unsure whether an Access Arrangements assessment would be appropriate, please feel free to get in touch to discuss your child’s needs.
The JCQ requires assessors and educational settings to work together to ensure a coordinated process that enables students to demonstrate their abilities effectively. Schools and colleges must provide evidence of the student’s normal way of working, and decisions about Access Arrangements are made collaboratively between the assessor and the centre.